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چکیده
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Abstract Writing is a complex skill that poses challenges to many English foreign language learners. It does not develop naturally, but rather through cognitive efforts, training and instruction. In this study the researcher tried to show the effect of the three self-regulation strategies: goal setting, planning, and self-consequences on Iraqi private EFL learners' composition writing. The sample included 40 learners in the sixth preparatory class in Al-Seniya Private Institute which was divided into experimental and control that were homogenously selected according to the pre-test. The experimental group received the three independent variables or treatments and at the end of the course both groups were subjected to a composition writing post-test. The comparison between the results of the two groups made it clear that the arithmetic mean of the scores of the experimental group was 82.20 with a standard deviation of 13.851 and a standard error of 3.097, while that of the control group amounted to 59.35 with a standard deviation of 19.578 and a standard error of 4.378 stated, otherwise it turned out that the arithmetic mean of the experimental group was higher and that the standard deviation and standard error of the experimental group were less than the control, which indicates that the scores of the experimental group were more homogeneous, close and stable than the control group. Besides the t-test value for the difference between the two groups averages was 4.261 with a degree of freedom equal to 38, and this difference is a significant and substantial difference between the two groups under study. Thus, the three proposed self-regulated learning strategies had an influential role in developing the composition writing performance level of the learners under the experiment. Key words: Composition writing, Self-regulation Learning, EFL, private institute, Self-Efficacy.
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